6San José State University KIN Stress Management: A Multidisciplinary Perspective. Fall 2014

Transcription

1 6San José State University KIN Stress Management: A Multidisciplinary Perspective Fall 2014 Instructor: Office Location: Telephone: Office Hours: Class Days/Time: Classroom: YUH 236 GE Category: Kristina Drummond, M.A. Student Services Center (Rm: TBD) (TBD) However! works best. Emergency calls can be placed to the Kinesiology main number (408) Kristina.drummond@sjsu.edu Mondays 12pm- 1pm or by appointment Section 01: MW 9:00am 10:15am, Section 02: MW 10:30am 11:45am Area E (Human Understanding & Development) Canvas Copies of the course materials such as the syllabus, power points and assignment handouts may be found on Canvas. You are responsible for downloading all class material from canvas. Stress papers must be submitted to Canvas PRIOR to attending class. Hard copies of all papers will also be submitted to me, in class, on the due date. Papers not uploaded will be late. Course Description The stress process and its relation to health and disease, lifestyle, and the sociocultural environment. Analysis of physiological, psychological, sociological, and environmental parameters of stress, emphasizing development of personalized stress management strategies to enhance academic, personal, and social development. 3 units. Course Goals and GE/SJSU Studies Learning Outcomes (LO) Student Learning Objectives This course fulfills Area E (Human Understanding & Development) in the Core General Education program. Following are the student learning objectives (SLOs) for Area E: SLO #1. SLO #2. Recognize the physiological, social/cultural, and psychological influences on their well- being; Recognize the interrelation of the physiological, social/cultural, and psychological factors on their development across the lifespan; Stress Management, KIN 69, Spring 2014 Page 1 of 9

2 SLO #3. SLO #4. Use appropriate social skills to enhance learning and develop positive interpersonal relationships with diverse groups and individuals; and Recognize themselves as individuals undergoing a particular stage of human development, how their well- being is affected by the university s academic and social systems, and how they can facilitate their development within the university environment. Course Content Learning Outcomes The course combines theory and experiential learning. Personal applications will be emphasized. Classes consist of lecture, large and small group discussions, multimedia presentations, and guided laboratory activities. Upon successful completion of this course, students will be able to: CO #1. CO #2. CO #3. CO #4. CO #5. CO #6. CO #7. Identify stressors experienced throughout the life span, with particular emphasis on stressors experienced by college students. Analyze psychological, social/cultural, and environmental influences on one s experience of stress, and their impact on health and well- being. Describe the physiological stress response and its relationship to health, disease, quality of life, and well- being. Analyze and understand the dynamics of stress and the ways in which stress management may enhance one's options and potential throughout the life span. Develop competency in a variety of specific stress management techniques including behavioral and cognitive methodologies to reduce the negative impact of stress. Identify and utilize available university resources to enhance academic, personal, and social development, and reduce stress that may be associated with the transition to a university environment. Discuss stressors unique to diverse groups and gain personal understanding of behaviors and values of others by working throughout the semester with students from diverse backgrounds. Required Texts/Readings Textbook Greenberg, J. S. (2013). Comprehensive stress management (13 th ed.). Boston: McGraw- Hill. Library Liaison Silke Higgens is our library liaison. You can contact her for assistance at mailto:silke.higgnes@sjsu.edu or (408) Stress Management, KIN 69, Spring 2014 Page 2 of 9

3 Classroom Protocol All students should demonstrate respect for themselves, one another, and the instructor at all time. Intense discussions are always encouraged, but never at the expense of respect and understanding. We may not agree with one another, but we do need to hear one another. A few words on cell phones, headphones, and lap tops: Cell phones should be turned off during class. Emergencies are understood so please talk to me before class. If cell phones do ring, during class 1 pt of the total grade will be deducted each time the phone rings. This can simply be avoided by turning off your phone. Please also remove headphones or earpiece devices associated with phones or mp3 devices during class. It lets me know that you are listening and attentive to your class surroundings. Additionally, texting on your cell phone, ing, and chatting with others on your laptop are not appropriate classroom activities. They will distract your attention, as well as the attention of those around you. If you would like to engage in technologically mediated activities, please do so outside of class. Students who engage in these activities will be asked to leave the classroom. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester s Catalog Policies section at Add/drop deadlines can be found on the current academic calendar web page located at The Late Drop Policy is available at Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the Advising Hub at Assignments and Grading Policy General Information: All general education courses are required to assess students' written work including grammar, clarity, conciseness, and coherence. Out- of- class assignments are to be well written with correct grammar and spelling. Grades may be lowered on assignments that fail to meet these criteria. Additionally, all general education courses are to address issues of diversity in an appropriate manner. Active participation in all lecture and laboratory sessions is expected. This requires that EACH class member make an INDIVIDUAL COMMITMENT to be an active participant in the teaching/learning process. Individual contributions and differing viewpoints will be appreciated and respected. Most classes include both lecture/discussion and laboratory activities. Students are expected to promptly move from the lecture classroom to the laboratory. Make- up exams are permitted only for illness and emergency (truly extraordinary circumstances). The student is responsible for notifying the instructor and making Stress Management, KIN 69, Spring 2014 Page 3 of 9

4 arrangements at the earliest possible time. (In most cases, the exam must be completed prior to the next class meeting.) All requests for make- up exams will be evaluated on an individual basis. The final exam will NOT be given early. Self- Assessments and Class Participation: Students should read assigned material and complete self- assessments before class so they can contribute to class discussions and activities. Some self- assessments will be collected; others may not be collected, but will form the basis for discussion. Examples of classroom activities include small and large group discussions, and short, in- class writing assignments. Examples of laboratory activities include participation in interventions such as meditation, autogenic training, progressive muscle relaxation, diaphragmatic breathing, visualization/guided imagery, and biofeedback. Note that use of laptops in class is limited to note taking only. Excellent participation: Assigned material is always read before class. All self- assessments are completed before class and demonstrate the ability to apply course content to one s life. Student actively and appropriately contributes to, and participates in class activities, including discussions and labs. Written work and class contributions demonstrate excellent thought and insight. Above average participation: Assigned material is usually read before class. Self- assessments are completed with some application to one s life. Student regularly attends class and usually contributes to class discussions. Written work and class contributions demonstrate thought and insight. Average participation: Assigned material is sometimes read before class. Most self- assessments are completed with some application to one s life. Student regularly attends class and occasionally contributes to class discussions. Written work and class contributions demonstrate some thought and insight. Below average participation: Student attends class but is frequently unprepared (has not completed assigned readings or self- assessments). Rarely contributes to class discussions; demonstrates minimal thought and insight. Stress Log, University Resources, and Occupational Stress or Mini- Review Paper: A full description of each assignment is provided on CANVAS. Assignments are due on the dates indicated, and should be typed, double- spaced, using normal typeface and margins (e.g., 12 point font, 1 inch margins). Assignments will be evaluated on the following criteria: (a) content, (b) organization, (c) analysis and critical thinking, (d) citing and use of appropriate references, when required, (e) syntax, grammar, and spelling. All assignments must be original work for this course, and should reflect your best work. APA format will be used for all written assignments. Assignments with more than 5 grammar errors will be returned. Papers must be resubmitted within 1 week and 10% will be deducted from the overall grade. All papers will be Stress Management, KIN 69, Spring 2014 Page 4 of 9

5 submitted through canvas in addition to a hard copy presented at the beginning of class. Deduction for late assignments: For every day that an assignment is late, 5% will be deducted from the grade. Papers that are not submitted at the beginning of class are considered one day late. Stress Log: Students will record routine and unique stressors encountered for 14 days. Psychological and emotional reactions to these stressors, how you responded physically to the stressors (physiological stress response), and how you coped with each stressor (use of interventions) are also recorded. After recording the entries, analyze your entries and identify patterns of stressors, responses, and coping methods. Discuss the patterns you observed, and include methods that could have been employed to cope more effectively with the identified stressors, including use of appropriate university and community resources. A 2 to 3 page reflective summary will be submitted. University Resources: Working in groups, students will explore two campus resources and one domain of health that may reduce personal, academic, environmental, or social stressors, and facilitate academic life and student learning. (Resources and groups will be assigned in class.) Groups will present the resources to the class and each student will turn in a description of the assigned resources as well as how well the group worked together. (2 to 3 pages). Stress Paper: Students have the choice to write on one of three topics: Occupational Stress, Stress Across the Lifespan and Stress Review topic. Students are required to use a minimum number of peer reviewed articles as well as interviews. Plagiarism will not be tolerated. Please utilize the writing resource center prior to turning in your paper. Since You've Gotten This Far J If you ve read this far, take advantage of your good student habits and earn some extra credit. You will get five (5) extra credit points (added to your final exam) if you come to my office by September 10th and introduce yourself, and tell me a little about yourself. (Yes, to get the extra credit, you need to introduce yourself to me in my office even if I already know who you are.) The reasons for this assignment are (1) for me to get to know you, and (2) to help me make sure you get the most out of this class. And because we all need a laugh. earn 5 extra credit points (added to your final exam) for telling a joke in class. Humor is a very effective way to relieve stress and what better way to start a lecture then with a joke. Jokes must be clean and not offensive. Please see the instructor before class begins if you have a joke. Last day for jokes is December 8th. Stress Management, KIN 69, Spring 2014 Page 5 of 9

6 Method of Evaluation and Assignment of Final Course Grade Stress Log (SLO #1, CO #1,2,3,4). 15% University Resources (SLO #3,4, CO #6,7). 10% Occupational Stress or Mini- Review Paper (SLO #2, CO #1,3,5). 15% Self- Assessments & Participation in Classroom & Laboratory Activities. 10% (SLO #1-4, CO #1,2,5,7). Midterm Examination 1. (SLO #1, CO #2, 3). 15% Midterm Examination 2. (SLO #1, CO #2, 3). 15% Final Comprehensive Examination. (SLO #2, CO #4, 6, 7). 20% Final course grades will be assigned according to the following scale based on the accumulated total percentage during the semester. A B C D A B C D A B C D F < 59 University Policies Academic integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The University s Academic Integrity policy, located at requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that SJSU s Academic Policy S07-2 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please head to the Accessible Education Center located in the Administration Building, RM 110 or call (or TTY). Presidential Directive requires that students with disabilities Stress Management, KIN 69, Spring 2014 Page 6 of 9

7 requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability. Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1 st floor of Clark Hall and on the 2 nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio- visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. Peer Connections The Learning Assistance Resource Center (LARC) and the Peer Mentor Program have merged to become Peer Connections. Peer Connections is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to inspire them to become independent learners. The Center's tutors are trained and nationally certified by the College Reading and Learning Association (CRLA). They provide content- based tutoring in many lower division courses (some upper division) as well as writing and study skills assistance. Small group, individual, and drop- in tutoring are available. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering roadside assistance to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop in basis, no reservation required. Please visit the Peer Connections webpage for more information at SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper- division or graduate- level writing specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at Stress Management, KIN 69, Spring 2014 Page 7 of 9

8 KIN Stress Management, Fall 2013 Schedule subject to change with advance notice. Date Content Readings Written Assignments Due/ Lab 8/25 Intro 8/27 9/1 Intro to Stress & Diaphragmatic breathing SJSU Closed Ch1 No school Scale 1.1, Labs 1.1 & 1.2 due None 9/3 9/8 9/10 9/15 Interventions & Intrapersonal Ch5 & 6 (no nutrition) Psychophysiology Ch 2 Occupational Stress Ch 16 Ch5&6 Participation sheet due & lab 6.4 9/8- Mcgraw- Hill Stress Psychophysiology Multiple Choice & True/ False Quiz for 4pts extra credit toward Exam 1 Stress paper discussion & Ch16 Participation Sheet due 9/17 9/22 Meditation Progressive Muscle Relaxation & Autogenic training Ch 10 Ch 11 Meditation lab. Journal 7 Due PMR Lab 9/24 9/29 Review for Exam 1 Exam 1 Review Exam 1 AT lab, if time 10/1 10/6 10/8 10/13 10/15 Stress and the College Student University Resources Presentations Life Situation Intervention: Interpersonal Ch 4 Presentations Ch 7 Ch4 Participation sheet University Resources Presentation & Paper due Ch7 Participation sheet: DESC Lab 7.1,7.2,7.3&7.4 Ch7 Part sheet: Conflict res Stress Management, KIN 69, Spring 2014 Page 8 of 9

9 10/20 Outside class assignment 10/22 10/27 10/29 11/3 11/5 11/10 Perception Intervention Ch 8 Lab 8.2,8.3,8.5, 8.6 Ch 8 Practice sheet: cog reappr. Perception Intervention Ch 8 Stress & Disease TBD Review Exam 2 Ch 3 TBD Review 10/29 Stress Paper Due, Journal 16 & 17 11/3- McGraw- Hill Stress & Illness Multiple Choice & True False Quiz for 4pts toward extra credit Exam 2 Review and AT Lab, if time 11/12 11/17 Exam 2 Fitness & Nutrition Exam 2 Ch 13 Journal 79 Due 11/19 11/24 Strategies for Decreasing Stressful Behavior Other relaxation techniques Ch 14 Ch 12 Ch 14 Participation sheet Relaxation lab, Stress Log Due 11/26 12/1 Video: Stress Portrait of a Killer Family Stress Video Ch 17 Ch 17 Participation sheet, Journal 64 due 12/3 TBD: Diversity & Stress (?) Ch15 12/8 TBD 12/10 Review Final Day, Date Time Sec 01 Tuesday, December 16 th 7:15am 9:30am Sec 02 Monday, December 15 th 9:45am - 12:00pm? 12/8- Last day for joke (only 3 jokes allowed) Stress Management, KIN 69, Spring 2014 Page 9 of 9